Journal article
The Integration of Environmental Education into Two Elementary Preservice Science Methods Courses: A Content-Based and a Method-Based Approach
Journal of science teacher education, Vol.24(6), pp.1023-1047
10/01/2013
Handle:
https://hdl.handle.net/2376/110603
Abstract
To examine the notion of environmental education (EE) as context for integrating the elementary curricula, we engaged in a multi-case study analysis (Yin
2009
) of two preservice elementary science methods courses that utilized an experiential reflective approach-case one (University A) through a science content focus (i.e., sustainability) and case two (University B) through a method focus (i.e., problem-based learning). We examined preservice teachers' understandings of EE, their ideas to incorporate EE into their future teaching, and their conceptions of EE as a context for integration. Results indicate that both foci (content and method) were successful in building EE content, helping preservice teachers to envision EE in their future classrooms, and promoting EE as a context for integrating their instruction. Based on these results, we offer recommendations for the incorporation of EE as a context for integration into the elementary science methods course.
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Details
- Title
- The Integration of Environmental Education into Two Elementary Preservice Science Methods Courses: A Content-Based and a Method-Based Approach
- Creators
- Ingrid S Weiland - University of LouisvilleJudith A Morrison - Washington State University, Tri-Cities
- Publication Details
- Journal of science teacher education, Vol.24(6), pp.1023-1047
- Academic Unit
- Teaching and Learning, Department of
- Publisher
- Routledge
- Identifiers
- 99900547287001842
- Language
- English
- Resource Type
- Journal article